Restrictive Physical Intervention (RPI)
2017-2018
Archway offers a positive, safe learning environment for its community, in which everyone has equal and individual recognition and respect. We celebrate success and are committed to the continuous improvement and fulfilment of potential in every child. We encourage increasing independence and self-discipline amongst the pupils. Everyone within the school has an important role to play in sharing responsibility for the development of positive behaviour and attitudes.
Version / September 2017Owner / Archway
Approved
Review Cycle / 1Year
Next Review / September 2018
Designated Safeguarding Lead: Denise Cullen
Deputy Safeguarding Leads:
Sarah Stephenson, Shamila Ali, Lucy Smith
Safeguarding Link MC: Andrew Woolfe
Head Teacher: Leigh Beaumont
Chair of Management Committee: Julie McDowell
ARCHWAYRestrictive Physical Intervention (RPI)Policy
The skills and techniques taught on a Team TeachIntermediate course are as a result of an ongoing risk assessment in an effort to safeguard everyone involved in a violent (or potentially violent) incident where restrictive physical interventions are necessary.
Team Teachtechniques seek to avoid injury to pupils, but whilst some physical injury potential can be reduced there remains some risk, with potential for possible bruising or scratching that may occur accidentally, and these are not to be seen necessarily as a failure of professional technique, but a regrettable and infrequent side effect of ensuring that pupils remain safe.
Whilst Team Teach is the preferred method of RPI, and staff have received intermediate training, it is recognised that staff may choose to respond with a technique from outside the Team Teach framework i.e. SeecuriCare. This does not automatically render the use of such skill or technique necessarily improper, unacceptable or unlawful. Its use must be judged on whether or not it was reasonable, proportionate and necessary in those particular contexts and circumstances.
Introduction:
All staff must read and be fully conversant with this policy. It shall be distributed to all staff as part of the Induction Pack and opportunities for discussion made available. This policy forms part of the Behaviour Policy, which is reviewed annually and should be retained alongside a copy of that policy.
The purpose of producing this policy and guidance is:
•To protect the interest, well-being and safety of pupils for whom staff have a shared responsibility
•To protect staff in the fulfilment of their responsibilities to pupils.
This policy and guidance provides all staff charged with responsibilities for the care and control of children and young people with the legal framework in which they must operate. It also provides practical considerations of the circumstances in which staff will have to work and suggested strategies for successfully managing students displaying crisis behaviour.
This policy is based upon DCSFGuidance on the Use of Force 11/07 which superseded DfES Circular 10/98.
ARCHWAYrecognise that there is a need, reflected in common law, to intervene when there is an obvious risk of safety to its pupils, staff and/or property.
ARCHWAY is committed to ensuring that all staff and adults with responsibility for pupils’ safety and welfare will deal professionally with all incidents involving aggressive or reckless behaviour, and only use RPI as a last resort in line with DCSF and the LA’sadvice. If used at all, it will be in the context of a respectful, supportive relationship with the pupil. We will always aim to ensure minimal risk of injury to pupils and staff.
This policy must be read and implemented in conjunction with the whole school behaviour policy and approach to behaviour management.
The Education Act 1996 (Section 550A) states that it is lawful for teachers and other authorised staff to use reasonable force to prevent a pupil from committing an offence, causing injury or damage or disrupting the good order and discipline of the school. Teachers are not contractually obliged to carry out restraint procedures and they are not contractually obliged to undertake training in any restraint procedures. This policy applies to all staff that are authorised and trained to use RPI.
Our approach to best practice:
ARCHWAYis committed to safeguarding our pupils and therefore we strive to achieve a best practice where physical intervention is not necessary. We actively research, adopt and promote strategies to reduce physical intervention and positively influence behaviour.
The best practice regarding positive handling outlined below should be considered alongside other relevant policies in the school, specifically those policies involving behaviour, bullying, child protection and health and safety.
In line with Education Act 1996 (Section 550A) in the following situations staff must judge whether or not RPI would be reasonable or appropriate:
•Risk to the safety of pupils, staff or visitors or
•Where there is a risk of serious damage to property or
•Where a pupil’s behaviour is seriously prejudicial to good order and discipline or
•Where a pupil is committing a criminal offence.
This judgement will take into account the circumstances of the incident. All staff should be aware that the use of RPI in response to a clear or developing danger of injury will always be more justifiable than the use of force to prevent damage or misbehaviour.
Staff will view RPI as a last resort for thepurposes of maintaining a safe environment. If pupils are behaving disruptively or anti-socially, every escalation strategy will be used to manage behaviour positivelyto prevent a deterioration of the situation and the need to RPI.
Staff will understand the general importance of listening to and respecting children to create an environment that is calm and supportive, especially when dealing with pupils who may have emotional and behavioural needs, which may increase their aggression.All staff will understand the importance of responding to the feelings of pupils, which lie beneath the behaviour as well as to the behaviour itself.
Staff will also understand the importance of an individualised pupil centred approach to dealing with challenging behaviour. As part of this approach a risk assessment will completed for every pupil on admission and regularly updated. Any pupils who exhibit behaviours which could potentially necessitate the use of physical intervention will be made subject to behaviour support plan (BSP example Appendix A) and risk assessment.BSPs and Risk Assessments will detail a hierarchy of typical pupil behaviours (ie level1; level 2; and level 3), appropriate staff responses and an agreed probability regarding how often the suggested response results in a positive outcome. The plan will be agreed and signed by parents / carers; and (wherever appropriate) social care and representatives from any agencies involved with the family.
Practice regarding specific incidents:
All policies, documents and practice regarding the supervision of pupils during the school day will be appropriate to the identified needs and behaviours of the pupils. This combined with the whole school approach to behaviour should minimise the likelihood of requiring RPI to an absolute minimum.
The physical action taken will take into consideration the age and competence of the pupil and will be the least detrimental alternative.Individual pupils’ SEN needs are also taken into account and reflected in their personal BSP.
A member of staff recognising that a situation is escalating to a point demanding RPI yet feeling unable to carry this out must, as part of their duty of care, clearly tell the pupil(s) to stop the behaviour and seek help by any means available.
Any members of staff who are trained in physical intervention or are not familiar with pupilsBSPs are instructed not to use physical intervention techniques.
Staff who become aware that another member of staff is intervening physically with a pupil will have a responsibility to provide a presence and to offer support and assistance should this be required.
A pupil’s behaviour may be adversely affected by the presence of an audience. Wherever possible, the audience will be removed, or if this is not possible, the pupil and member(s) of staff will withdraw to a quiet, but not completely private, place (e.g. two members of staff should be present or a door left open so that others are aware of the situation).
Staff will be aware of the need to tell the pupil being restrained, in a calm and gentle manner that the reason for the intervention is to keep the pupil and others safe. Staff will explain that as soon as the pupilis in control of their own behaviour, she/he will be released.The force used will be reasonable and absolutely necessary.
Several staff have been issued with radios and are aware that we operate a back-up system to enable staff to call for help in emergencies.
Positive handling:
Physical intervention should only be used as a last resort and after exhausting every other strategy (especially those detailed in BSP)
Examples of situations where positive handling maybe appropriate include:
•pupil attacks member of staff or another pupil
•pupil is causing, or at risk of causing injury or damage by accident, by rough play, or by misuse of dangerous materials or objects
•pupil absconds from school or room (this only applies if pupilis at risk if not kept in school or a room)
•a pupil behaving such that the lesson is being seriously disrupted.
More information relating to the Team Teach process can be found to The Team Teach website:
NB. There may be rare occasions when a pupil exhibits exceptional behaviours requiring an emergency response (E.G. not detailed on the BSP)these incidents will be recorded and the BSP reviewed. Advice and support could sought from outside agencies (CAMHs, Police etc) if behaviours are of significant concern.
Recording of an incident:
All incidents that result in non-routine interventions will be recorded in detail using CPOMS, the school online systems analysis and tracking tool.
Contemporaneous record (i.e. written within 24 hours of the incident’s occurrence) will be made by the staff member involved in the incident using the Major Incident Reporting form (M.I.R). In all but the most extreme circumstances, incident reports will be completed (and submitted to SLT) during the actual day of incident occurrence.
Similarly, contemporaneous notes will also be made by any other members of staff involved (i.e. as witnesses or additional providers of support). The notes will be signed and dated, including date and signature from a member of SLT/Safeguarding Team.
The record will contain the following information:
•The name(s) and the job title(s) of the member of staff who used reasonable force
•The name(s) of the pupil(s) involved
•When and where the incident took place
•Names of staff and pupils who witnessed the incident
•The reason that force was necessary
•Behaviour of the pupil which led up to the incident
•Any attempts to resolve the situation
•The degree of force used
•How it was applied
•How long it was used for
•The pupil’s response and the eventual outcome
•Details of any injuries suffered by either staff or pupils
•Details of any damage to property
•Details of any medical treatment required (an accident form will be completed, where medical treatment is needed)
•Details of follow-up, including contact with the parents/carers of the pupil(s) involved
•Details of follow up involvement of other agencies – police, Social Care
•Witnesses may also be asked to provide a written account if appropriate.
Copy of this entry will be kept on the pupil’s file and retained in line with LA guidance on keeping educational records.
The school will report any injuries caused to pupils or staff in accordance with RIDDOR (HSE Regulations 1995)2and senior staff will monitor and evaluatethis termly.Pupils who are identified as likely to require RPI as part of their behaviour management will require aBSP alongside their Risk Assessment. This is drawn up in response to the risk posed by the pupil’s behaviour and is shared with all staff, parents / carers and the pupil if appropriate.
Debriefing Arrangements:
The pupil and the member of staff will be checked for any sign of injury after an incident. First aid will be administered to anyone who requires it, or medical treatment obtained.
The pupil will be given time to become calm while staff continue to supervise her/him. When the pupil regains complete composure, a senior member of staff (or her/his nominee) will discuss the incident with the pupil and try to ascertain the reason for its occurrence. The pupil will be given an opportunity to explain things from her/his point of view. All necessary steps will be taken to re-establish therelationship between the pupil and the member(s) of staff involved in the incident.
In cases where it is not possible to speak to the pupil on the same day as the incident occurred, this informal discussion will take place as soon as possible after the pupil returns to school.
All members of staff involved will be allowed a period to debrief and recover from the incident. This may involve access to external support. A senior member of staff (or her/his nominee) will provide support to the member(s) of staff involved.
Staff involved in the incident will, at the earliest possible opportunity (on the same day), record the incident on CPOMs, clearly stating that physical intervention has been used. This will notify members of the senior leadership team responsible for behaviour, welfare and safety including the Head teacher. who will initiate the formal de-brief procedures including a phone call to parents, a minuted meeting with all members of staff involved, a debrief with the pupil Following the completion of the formal de-brief procedures risk assessments and individual care plans will be re-visited.
Training Needs of Staff:
Staff trained in Restrictive Physical Intervention need to update their training on a regular basis and ensure that their training record is kept up to date.
All new staff to the service will attend a Team Teach (or other appropriate RPI course)training courseas soon as it is practicable.
Authorisation of staff to use Restrictive Physical Intervention (RPI):
We recognise that RPI will be seldom used and it is a last resort to maintaining a safe environment and in accordance with a pupil’s individual care plan.
All staff trained to use RPI are authorised to use RPI as appropriate.
Best practice will be monitored. Frequent sessions to practise the use of techniques, as well as to disseminate any revised information (including DCSF and/or RBC (ECALS) policies) will be included as part of the school’s normal scheduled CPD or meetings.
These meetings will be open to all staff, who have been authorised to use RPI.
Any members of staff who are trained in physical intervention or are not familiar with pupilsBSPs are instructed not to use physical intervention techniques.
In the event of a complaint being received by the school in relation to the use of physical force by staff, the matter will be investigated in accordance with DfEE circular 10/95 – Protecting Children from Abuse.
In accordance with Department for Education Guidance:
‘Use of reasonable force – advice for head teachers, staff and governing bodies’. July 2013 (To be reviewed May 2015)
- School staff have a power to use force and lawful use of the power will provide a defence to any related criminal prosecution or other legal action.
- Suspension should not be an automatic response when a member of staff has been accused of using excessive force.
- Senior school leaders should support their staff when they use this power.
Arrangements for Informing Parents:
Parents will be informed of the school’s policy regarding positivehandling in the following ways:
At the initial admission interview, all parents/carers will be informed of the Restrictive Physical Intervention Policy. Details regarding the policy are published on the ARCHWAYwebsite.
All parents will be informed after a non-planned incident where RPI is used with a child and an opportunity to discuss the incident with a member of SLT will be offered.
This policy will next be reviewed and updated annually.
The Management Committee will be informed of the number of incidents where RPI has been used on a termly basis.
Suggested Further Reading:
- HM Government Guidance: ‘Working Together to Safeguard Children - A guide to inter-agency working to safeguard and promote the welfare of children’ May 2016
- Service Children’s Education Policy: ‘Restrictive Physical Intervention’. May 2013
- Department for Education Guidance: ‘Use of reasonable force – advice for head teachers, staff and governing bodies’. July 2013 (To be reviewed May 2015)
- Department for Education Guidance: ‘Keeping children safe in education - Statutory guidance for schools and colleges’. September 2016
Appendix A
Archway
Behaviour Support Plan
NAME TUTOR GROUP
DATE OF PLAN
DATE OF REVIEW
BEHAVIOUR TARGETS (MAXIMUM OF THREE, TO BE NEGOTIATED WITH PUPIL)1.
2.
3.
METHODS AND RESOURCES TO MEET TARGETS
CRITERIA FOR SUCCESS
Progress will be monitored by the pupils tutor/ case coordinating team members. The pupil will be aware of his targets and that these targets need to be changed or amended at any time as a result of achievement or the monitoring process.
REWARDS
- Spoken and written praise
- Senior staff and Significant adults will be told
- Parents told by phone
- Points and Rewards Scheme
As indicated in the Behaviour Policy
It is unwise to collect sanctions but the school will always deal with any behaviour that upsets the learning and safety of others. After any warning make the choice to change your behaviour. It is the mature thing to do.
Your Tutor will be told of your behaviour and will record it.
ACTION AND BY WHOM
- Tutor and Behaviour Team members will monitor progress through reporting at specified times. Targets and criteria for success will be specified, recorded, reviewed and changed by them as need arises.
- The SEN Link Person will assist the Tutor to draw up the Behaviour Support Plan in accordance with the guidelines of the Code of Practice.
- Parents/ carers will be asked to support the positive aims of this plan at home.
TO BE SIGNED BY